Implicit Theories of Learning as Reflected in One Upper Elementary Teacher's Talk

• In Event: 60.027 - Role of Teachers and Teaching in Students' Academic and Motivational Outcomes

Abstract

Strong empirical evidence exists indicating that language can easily influence students’ beliefs about their own ability. Professional literature written for teachers offers practical advice for how they can change their classroom-based talk to better support an incremental theory of learning. Yet, little empirical work has been done to investigate how this talk plays out moment-to-moment in classrooms. This study reports on a qualitative analysis of one upper elementary teacher's talk across various classroom-based domains. Findings indicate that teacher talk varied along an implicit theory continuum based on context and classroom activity demands associated with the degree of teaching and instructional autonomy. Scholarly and practical implications for language use, learning, and instruction are included.

Authors

• R. Daniel Lane, Georgia State University

• Laura A. May, Georgia State University

• Diane M. Truscott, Georgia State University